An Investigation of Transition Programs Relations Between Self-Efficacy & Sense of Belonging at a Southwestern Regional University


Marcia Louis

Document Type


Degree Name

Doctor of Philosophy (Ph.D)


Psychology and Special Education

Date of Award

Summer 2023


The current study is among undergraduate students at a mid-sized regional doctoral-granting four-year public university in the Southwestern United States. The purpose of the study was to compare the self-efficacy and sense of belonging of students who experienced a transition program before beginning their college careers to those who did not. Utilizing an ex post facto design to investigate the relations, quantitative data was gathered using the College Self-Efficacy Inventory (Solberg et al., 1993) and Psychological Sense of School Membership scale (Goodenow, 1993). Using the independent samples t-test to compare the self-efficacy and the Mann Whitney U test sense of belonging of participants in the transition program experience versus non-experience groups. The results indicated no statistically significant difference in self-efficacy or sense of belonging between the experience and non-experience groups. A two-way ANOVA was used to examine the main effects and interactions of the dependent variables (college self-efficacy and sense of belonging) and the independent variables (race/ethnicity and experience group versus non-experience group). The experience groups consisted of three transition programs (Program S, Program B, and Program R) offered at the research site. The results indicated a statistically significant interaction in self-efficacy, but no statistically significant interaction in sense of belonging between programs when comparing race/ethnicity and program participation.


DeMarquis Hayes

Subject Categories

Education | Higher Education